on Use of Instructional Materials
Aims, Actions, Adaptations
In school year 2002-2003, OMS staff selected a small set of instructional materials to endorse and support. In its phased approach to Chicago Math and Science Initiative (CMSI) implementation, OMS staff also selected a small number of elementary schools to receive these materials, and the associated supports that came with implementation. During school year 2003-2004, this small number of schools began implementing the CMSI-selected, standards-based math and science instructional materials, and the OMS began enrolling the first cohort of teachers in a two-year program of professional development. Each year, the training began with an intensive workshop during the summer that was followed by regular workshops throughout the year. Drawing upon the relevant research literature, planners designed a professional development program that provided content-specific material, included frequent, guided exposure to student-focused instruction, promoted a community approach to adult learning and shared experience, and employed pedagogical methods that modeled the changes teachers were being trained to adopt.
The following section demonstrates how the professional development strategy’s aims, actions, and adaptations supported the CMSI goals of improved instruction, workforce development, and coherent policies. As part of the discussion, a description of SEPUP professional development provides an example of how professional development for middle grades science teachers addressed the goals and key elements of this strategic initiative.